Pub Date : 2022-10-10DOI: 10.1080/00309230.2022.2119089
Vera Moser, Jona T. Garz, S. Frenz
{"title":"From record keeping to a new knowledge regime: the special school pupil as a new pedagogical object in Prussia around 1900","authors":"Vera Moser, Jona T. Garz, S. Frenz","doi":"10.1080/00309230.2022.2119089","DOIUrl":"https://doi.org/10.1080/00309230.2022.2119089","url":null,"abstract":"","PeriodicalId":46283,"journal":{"name":"PAEDAGOGICA HISTORICA","volume":"49 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2022-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84298688","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-28DOI: 10.1080/00309230.2022.2115306
B. Labinska, L. Morska, Olha Homeniuk
{"title":"The system of professional training for foreign language teachers in Bukovina (1918–1940): the history of the fragmented land","authors":"B. Labinska, L. Morska, Olha Homeniuk","doi":"10.1080/00309230.2022.2115306","DOIUrl":"https://doi.org/10.1080/00309230.2022.2115306","url":null,"abstract":"","PeriodicalId":46283,"journal":{"name":"PAEDAGOGICA HISTORICA","volume":"22 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2022-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84285467","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-26DOI: 10.1080/00309230.2022.2114374
J. Samuelsson, Åsa Melin, C. Olin-Scheller, N. Gericke
{"title":"Between Democratic Ideals and Local Conditions: Elementary School Teachers’ Narratives of Progressive Teaching in Sweden in the 1940s","authors":"J. Samuelsson, Åsa Melin, C. Olin-Scheller, N. Gericke","doi":"10.1080/00309230.2022.2114374","DOIUrl":"https://doi.org/10.1080/00309230.2022.2114374","url":null,"abstract":"","PeriodicalId":46283,"journal":{"name":"PAEDAGOGICA HISTORICA","volume":"31 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2022-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81000503","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-26DOI: 10.1080/00309230.2022.2123713
J. Waghorne, G. Croucher
{"title":"Narratives of financial assistance for university students and the emergence of HECS in Australia","authors":"J. Waghorne, G. Croucher","doi":"10.1080/00309230.2022.2123713","DOIUrl":"https://doi.org/10.1080/00309230.2022.2123713","url":null,"abstract":"","PeriodicalId":46283,"journal":{"name":"PAEDAGOGICA HISTORICA","volume":"4 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2022-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86740501","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-26DOI: 10.1080/00309230.2022.2123246
Angeliki Voskou
ABSTRACT This paper aims to examine how students in Greek supplementary schools in England develop their identities within a period of structural and inter-generational change in the Greek community due to the recent migration waves from Greece and Cyprus to the UK. This is undertaken with a review of sociological theories and studies around identity construction, complemented by data drawn from the quantitative and qualitative phases of the research, under the prism of critical realism philosophy. The paper examines and discusses how archetypal notions of culture and ethnicity influence pedagogic practices and students’ identity development. The findings call for a revisiting of policies, curricula and pedagogical practices in Greek supplementary education, in order to allow students to negotiate their identities within a period of extensive migration waves and a constantly changing context.
{"title":"Students’ identity development in Greek supplementary schools in England from 1950s to 2010s","authors":"Angeliki Voskou","doi":"10.1080/00309230.2022.2123246","DOIUrl":"https://doi.org/10.1080/00309230.2022.2123246","url":null,"abstract":"ABSTRACT This paper aims to examine how students in Greek supplementary schools in England develop their identities within a period of structural and inter-generational change in the Greek community due to the recent migration waves from Greece and Cyprus to the UK. This is undertaken with a review of sociological theories and studies around identity construction, complemented by data drawn from the quantitative and qualitative phases of the research, under the prism of critical realism philosophy. The paper examines and discusses how archetypal notions of culture and ethnicity influence pedagogic practices and students’ identity development. The findings call for a revisiting of policies, curricula and pedagogical practices in Greek supplementary education, in order to allow students to negotiate their identities within a period of extensive migration waves and a constantly changing context.","PeriodicalId":46283,"journal":{"name":"PAEDAGOGICA HISTORICA","volume":"25 1","pages":"171 - 190"},"PeriodicalIF":0.5,"publicationDate":"2022-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83095191","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-03DOI: 10.1080/00309230.2022.2112244
N. Sobe
ABSTRACT For half a century the UN’s principal agency on education, UNESCO, has sought to shape the world’s educational landscape through a once-every-generation global report (e.g. the Faure report of 1972 and the Delors report of 1996). The latest of these reports – the Sahle-Work Commission’s “Reimagining our futures together: A new social contract for education” – was developed and released amidst the COVID-19 pandemic. This article considers the ways the pandemic entered into the production of educational futures – and pasts – in this tradition of UNESCO global reports. It argues that the uneven distribution of pasts and futures is one of the key, already-existing systems of difference that set the stage for a disruptive event like the COVID-19 pandemic.
{"title":"The future and the past are unevenly distributed: COVID’s educational disruptions and UNESCO’s global reports on education","authors":"N. Sobe","doi":"10.1080/00309230.2022.2112244","DOIUrl":"https://doi.org/10.1080/00309230.2022.2112244","url":null,"abstract":"ABSTRACT For half a century the UN’s principal agency on education, UNESCO, has sought to shape the world’s educational landscape through a once-every-generation global report (e.g. the Faure report of 1972 and the Delors report of 1996). The latest of these reports – the Sahle-Work Commission’s “Reimagining our futures together: A new social contract for education” – was developed and released amidst the COVID-19 pandemic. This article considers the ways the pandemic entered into the production of educational futures – and pasts – in this tradition of UNESCO global reports. It argues that the uneven distribution of pasts and futures is one of the key, already-existing systems of difference that set the stage for a disruptive event like the COVID-19 pandemic.","PeriodicalId":46283,"journal":{"name":"PAEDAGOGICA HISTORICA","volume":"76 1","pages":"802 - 812"},"PeriodicalIF":0.5,"publicationDate":"2022-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78742977","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-03DOI: 10.1080/00309230.2022.2075230
K. Priem
ABSTRACT The paper draws upon photography as an active intervention into compromised environments and uses it to discover and develop new perspectives on past and future histories of education after COVID-19. These perspectives become particularly clear when seen against the backdrop of recent discussions on planetary responsibility and shared ecologies. The paper suggests that we shift our research agendas away from anthropocentric world views that have placed great emphasis on human sovereignty, modernisation, progress and/or decline, nation states and global governance, and the stratifying effects of education systems, without reflecting their ecological consequences. It argues that anthropocentric approaches to history of education have neglected the openness and vulnerability of the human body and its ethical, cultural and social proximity to other living creatures and the material world. The paper therefore focuses on what it means for historians of education to respond to the COVID-19 crisis, what it means to change research perspectives, and what it means to look at photographs that were produced in a state of exception. The paper sets out to propose a manifesto for a post-anthropocentric research agenda that anchors history of education and the history of pandemics in intertwined ecologies of the living and material worlds. The paper suggests that future histories of education cannot be written without considering the COVID-19 crisis as both a challenge and an encouragement to further develop our understanding of education.
{"title":"Emerging ecologies and changing relations: a brief manifesto for histories of education after COVID-19","authors":"K. Priem","doi":"10.1080/00309230.2022.2075230","DOIUrl":"https://doi.org/10.1080/00309230.2022.2075230","url":null,"abstract":"ABSTRACT The paper draws upon photography as an active intervention into compromised environments and uses it to discover and develop new perspectives on past and future histories of education after COVID-19. These perspectives become particularly clear when seen against the backdrop of recent discussions on planetary responsibility and shared ecologies. The paper suggests that we shift our research agendas away from anthropocentric world views that have placed great emphasis on human sovereignty, modernisation, progress and/or decline, nation states and global governance, and the stratifying effects of education systems, without reflecting their ecological consequences. It argues that anthropocentric approaches to history of education have neglected the openness and vulnerability of the human body and its ethical, cultural and social proximity to other living creatures and the material world. The paper therefore focuses on what it means for historians of education to respond to the COVID-19 crisis, what it means to change research perspectives, and what it means to look at photographs that were produced in a state of exception. The paper sets out to propose a manifesto for a post-anthropocentric research agenda that anchors history of education and the history of pandemics in intertwined ecologies of the living and material worlds. The paper suggests that future histories of education cannot be written without considering the COVID-19 crisis as both a challenge and an encouragement to further develop our understanding of education.","PeriodicalId":46283,"journal":{"name":"PAEDAGOGICA HISTORICA","volume":"26 1","pages":"768 - 780"},"PeriodicalIF":0.5,"publicationDate":"2022-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91176996","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-03DOI: 10.1080/00309230.2022.2077119
P. Pineau, Ignacio Frechtel
ABSTRACT This article discusses the connections between health, illness and education from a historical perspective, aiming at providing clues for understanding these relationships that, as demonstrated in recent global events, cannot be analyzed separately. Over the centuries, societies have always found different ways of educating their new generations and deal with their health problems. The relationship between education and illness has varied throughout history, but in certain extreme cases, such as epidemics, this relationship intensifies and becomes more evident. Each particular situation affected the educational system and the school institutions in different ways, as it changed the life of teachers, pupils and their families, represented pedagogical challenges, and marked all of them at different levels and had an impact on their futures.This focuses on the marks left in education by certain events that took place during the epidemic since the foundation of the modern educational system until more recent times in Argentina. Such events are the succession of “plagues” from 1870 to 1920 (as the “Yellow Fever” in 1871 and the “Spanish Flu” in 1918) during the modernization processes, as well as the “Poliomyelitis Outbreak” in 1956 during the political struggle between Peronism and anti-Peronism. In both cases, we will try to a) reconstruct the ways in which society and specially school institutions went through these epidemics, b) analyze the close and changing bonds between health and education, which turned the school into a privileged space where that bond was enhanced, and c) present the consequences regarding instruction.
{"title":"Health, illness, and schools in Argentina: marks of epidemics in the history of a changing relation","authors":"P. Pineau, Ignacio Frechtel","doi":"10.1080/00309230.2022.2077119","DOIUrl":"https://doi.org/10.1080/00309230.2022.2077119","url":null,"abstract":"ABSTRACT This article discusses the connections between health, illness and education from a historical perspective, aiming at providing clues for understanding these relationships that, as demonstrated in recent global events, cannot be analyzed separately. Over the centuries, societies have always found different ways of educating their new generations and deal with their health problems. The relationship between education and illness has varied throughout history, but in certain extreme cases, such as epidemics, this relationship intensifies and becomes more evident. Each particular situation affected the educational system and the school institutions in different ways, as it changed the life of teachers, pupils and their families, represented pedagogical challenges, and marked all of them at different levels and had an impact on their futures.This focuses on the marks left in education by certain events that took place during the epidemic since the foundation of the modern educational system until more recent times in Argentina. Such events are the succession of “plagues” from 1870 to 1920 (as the “Yellow Fever” in 1871 and the “Spanish Flu” in 1918) during the modernization processes, as well as the “Poliomyelitis Outbreak” in 1956 during the political struggle between Peronism and anti-Peronism. In both cases, we will try to a) reconstruct the ways in which society and specially school institutions went through these epidemics, b) analyze the close and changing bonds between health and education, which turned the school into a privileged space where that bond was enhanced, and c) present the consequences regarding instruction.","PeriodicalId":46283,"journal":{"name":"PAEDAGOGICA HISTORICA","volume":"32 1","pages":"676 - 690"},"PeriodicalIF":0.5,"publicationDate":"2022-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78499946","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-31DOI: 10.1080/00309230.2022.2105153
Zahra Shah
{"title":"Reordering languages: Persian and the colonial state in India, c.1820–1873","authors":"Zahra Shah","doi":"10.1080/00309230.2022.2105153","DOIUrl":"https://doi.org/10.1080/00309230.2022.2105153","url":null,"abstract":"","PeriodicalId":46283,"journal":{"name":"PAEDAGOGICA HISTORICA","volume":"1 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2022-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73135203","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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